1207 CD AQA AS Geog DP3

GeographyCD-ROM for students

Questions, mark schemes andcommentaries

Amanda Barker, David Redfern and Malcolm Skinner

AQA

AS

2AQA AS Geography Questions, mark schemes and commentaries © Philip Allan Updates

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Q1 Rivers, floods and management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Q2 Cold environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Q3 Coastal environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Q4 Desert environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Q5 Population change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Q6 Food supply issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Q7 Energy issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Q8 Health issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

P012

07

Introduction

This CD contains some examples of the types of questions that you will face in the AQA ASgeography examination. Questions are in bold type. Each one has a mark scheme, followed bycommentary in purple on how to best answer it. Sample student answers on the two core topicswith examiner comments will appear in the AQA AS Geography Student Unit Guide: Unit 1.

Before attempting to answer any of the questions, it is important that you understand theprocesses involved in the marking of answers by the examiner in the ‘real’ examination. Below isa summary of those processes.

General marking criteriaThe philosophyMarking at AQA is positive rather than negative. This means the examiners credit material thatyou get right, rather than deduct marks for what you get wrong. Examiners do not start with amodel answer in their heads, nor do they compare your answer with that model. They credit youfor the way in which you answer the question, awarding additional marks for the appropriatedetails and depth of response that you give.

Ticks or levels?For questions with a low tariff of marks (fewer than 5 marks), your answers will be marked by theuse of ticks, where one tick equals 1 mark up to the maximum of the question. One tick (1 mark)will be awarded for each appropriate statement that you have written.

For questions of 5 marks and over, levels marking will take place. For questions with 5 to 8 marks,there will be a maximum of two levels; for questions between 9 and 15 marks, there will be threelevels. There will be no questions with more than three levels at AS.

Levels markingEveryone involved in the levels marking process (examiners, teachers, students) shouldunderstand the criteria for moving from one level to the next — the ‘triggers’. In simple terms,you should know what you have to do to take your answer from Level 1 to Level 2, and fromLevel 2 to Level 3. Although the precise triggers will vary from question to question, there aregeneral rules that you should follow to enable you to make this progression.In broad terms, the levels can be described as follows.

Level 1: you attempt the question, giving a basic responseAn answer at this level is likely to:� display a basic understanding of the topic� make one or two points without support of appropriate exemplification� demonstrate a simplistic style of writing, perhaps lacking close relation to the terms of the

question� lack organisation, relevance and specialist vocabulary� demonstrate deficiencies in legibility, spelling, grammar and punctuation

Level 2: you answer the question clearlyAn answer at this level is likely to:� display a clear understanding of the topic� make one or two points with support of appropriate exemplification� give a number of characteristics, reasons, attitudes (‘more than one’)� provide detailed use of case studies� give responses to more than one command, e.g.‘Describe and explain’


� demonstrate a style of writing that matches the requirements of the question � demonstrate relevance and coherence with appropriate use of specialist vocabulary� demonstrate legibility of text and qualities of spelling, grammar and punctuation that enable

clarity of meaning

Level 3: you answer the question very wellAn answer at this level is likely to:� display a detailed understanding of the topic� make several points with support of appropriate exemplification� give a wide range of characteristics, reasons, attitudes etc.� provide highly detailed accounts of a range of case studies� respond well to more than one command� demonstrate evidence of synthesis (bringing a range of ideas together)� demonstrate a sophisticated style of writing incorporating measured and qualified

explanation and comment as required by the question � demonstrate a clear sense of purpose so that the response is seen to relate closely to the

requirements of the question with confident use of specialist vocabulary� demonstrate legibility of text and qualities of spelling, grammar and punctuation that

contribute to complete clarity of meaning

For further questions and answers with examiner comments, and specific content guidanceon the two Unit 1 core topics (‘Rivers, floods and management’ and ‘Population change’),see our Student Unit Guide for AQA AS geography (available from autumn 2008). For moreinformation and to order copies online, visit www.philipallan.co.uk , or contact Bookpoint on01235 827720.

978-0-340-94802-6 AQA AS Geography Student Unit Guide: Unit 1


Q1 Rivers, floods and management

a Distinguish between the physical and human causes of flooding. (4 marks)

1 mark for the basic distinction between physical/human causes, to a maximum of 4 marks for elaboration ofeither.

e Ensure that you refer to both physical causes and human causes in your answer. Physicalcauses of flooding are natural and unalterable by people.They include excessive levels ofprecipitation occurring over a prolonged period of time, intensive precipitation over ashort period of time, the melting of snow, and climatic hazards such as cyclones. Thenature of the drainage basin has an influence on the likelihood of flooding — somedrainage basins are more likely to flood than others.

The following types of human interference can increase flood risk: urbanisation,deforestation, river management in one part of the drainage basin increasing flood riskin other places downstream, and climate change/global warming.

b Document A describes a major flood event that took place in Hull in June 2007.

(i) Compare the impacts of, and responses to, the flood described in Document Awith a case study from a contrasting area of the world. (6 marks)

Level Marks Descriptor

Level 1 1–4 A simple contrast between another location, probably given as a country (such asBangladesh), and Hull.The similarities/differences noted will be generic and the answer islikely to be narrow, concentrating on either impacts or responses.

Level 2 5–6 A clear account of similarities and/or differences between two contrasting locations.Therewill be more balance, in that both impacts and responses will be considered.

e It is expected that you will select a contrasting example from a country within the lesseconomically developed world, such as Bangladesh. However, you will be credited forchoosing to study flooding in, for example, New Orleans, following the hurricane in 2005,as the event was at a much larger scale.

Document AOn 25 June, Hull received 96 mm of rainfall in 2 hours, almost one sixth of itsaverage annual precipitation. This resulted in extensive flooding of the city,engulfing over 7,000 residential properties and 1,300 businesses. One persondied. By 12 July, thousands of insurance claims had been received for flooddamage to properties, at a cost to insurers of approximately £250 million, but itwas estimated that 2,000 families had no contents insurance. The local council,in defiance of government policy, did not have flood insurance for itsproperties. Some 3,500 council houses and 12 schools suffered severe damageas a result of the floods. Special assistance was provided by the local councilto those affected who were elderly, disabled or with children below schoolage, whether insured or not, and £18 million was earmarked by Hull citycouncil for repairs to affected homes. For the first time ever, the nationalgovernment agreed to pay compensation to uninsured individuals.


The term ‘compare’ implies that both similarities and differences need to beexamined. However, if you choose to compare Bangladesh with Hull, you will be able toreach Level 2 on differences alone, so long as appropriate detail is given. Also ensure thatyou refer to both impacts and responses in order to gain the maximum credit.

(ii) How can hydrologists predict flood risk and magnitude for a place such as Hull?(5 marks)


Level 1 1–3 Basic knowledge outlining the calculation of the likelihood of floods occurring based onuse of past records, and that severe floods are calculated to occur infrequently.

Level 2 4–5 A clearer explanation of flood recurrence interval/return, including reference tomagnitude. Expect an understanding that river discharge levels are plotted againstprecipitation.

e Hydrologists try to forecast the likelihood of future flood events using past records ofriver discharges and precipitation amounts. They then plot flood recurrence intervalgraphs to predict flooding events. The further back flood records go, the more accuratethe prediction. The more aware you are of the methods that hydrologists use, the morecredit you are likely to gain. Also examine the concept of ‘flood return period’.

c To what extent are physical landforms typically found in a lower course river valleyformed as a consequence of flooding? (15 marks)


Level 1 1–6 A basic answer which describes the formation of levées and/or floodplains in astraightforward fashion and relates these entirely to flooding.

Level 2 7–12 A clear response that covers levées and/or floodplains but demonstrates someunderstanding that processes other than deposition are at work, particularly in relation tofloodplains.

Level 3 13–15 A more detailed response that covers more than two characteristic features of a lowercourse river and/or its valley. One of these may not be the result of flooding.This willenable an assessment of the relative roles of erosion, deposition and flooding in lowercourse river valleys.

e Relevant landforms/channel features that you might include are levées (linked toflooding), braided channels and eyots/chars (linked to declining river levels followingfloods), floodplains (linked to deposition following flooding, but actually formed as aresult of both erosion and deposition), meanders and ox-bow lakes (features created asa result of both erosion and deposition, not necessarily linked to flooding), river terracesand incised meanders (created as a result of river rejuvenation, not flooding).

Marks for detailed description are awarded for good verbal clarity of the maincharacteristics of a landform — a picture in words — as well as detail of size and fieldlocation (where the landform is in relation to other features). Better responses wouldprovide thorough explanations regarding the formation of named landforms.


Q2 Cold environments

a Study Figure A, which shows seasonal variations in the mass of a temperate valleyglacier and rates of ablation and accumulation over a 1-year period. Account for theseasonal variations in the mass of the glacier as indicated in Figure A. (4 marks)

Figure A Seasonal variations in the mass of a temperate valley glacier and rates of ablation and accumulation over a 1-year period

Any of the following points could be credited for 1 mark up to the maximum of 4 marks:� a knowledge shown of each of the terms ablation and accumulation� the relationship of ablation/accumulation to temperature regimes� glacial mass is greatest in spring after winter surplus/accumulation� glacial mass is least in autumn after summer ablation

Exemplification which contributes to explanation can also be credited.

e Any response should show an ability to interpret Figure A effectively and accurately.To obtain maximum credit, it is crucial that your answer links clearly the balance of ablation/accumulation to the mass of the glacier.

b Outline the factors that influence the rates of flow of a valley glacier. (4 marks)

Factors that could be included are:� gradient� thickness/weight of ice� width of glacier/cross-sectional area� depth within glacier (related to frictional effects, temperature impact/ablation rates linked to meltwater

lubrication, valley floor/valley sides configuration/topography)

Each factor listed above can be marked up to a maximum of 3 marks, depending upon detail. Reference to twofactors is therefore required to reach the section maximum of 4 marks.

Increasingamounts

of water/ice

J DF M A M J J A S O N

Month

Negativebalance

Positivebalance

Positivebalance

Accu

mul

ation

Abla

tion

Mas

s of

gla

cier

Maximum

Minimum

J DF M A M J J A S O N

Month


e In an answer to this question, you can develop one factor fully and cover another in notso much depth (note the plural ‘factors’ in the question), or present a simple descriptionof four factors. Both approaches done well will get you to the maximum of 4 marks.Theinformation that you present can refer to the glacier as a whole or to parts of it, forexample, at different depths within the ice.

c With reference to specific examples, contrast the nature and origin of one landformproduced by glacial deposition with one landform produced by fluvioglacialdeposition. (7 marks)


Level 1 1–4 Basic awareness of the contrast between the two landforms presented. Distinction madein terms of form or origin. If one landform well described but other only mentioned, keepmarks within Level 1.

Level 2 5–7 Fuller account dealing with both form and origin with an explicit contrast drawn. Forhigher marks within level, detailed knowledge should be shown with clear relationshipsbetween nature and origin shown in the answer. Exemplification which enhances theresponse should be credited at this level. Diagrams can be credited, but withoutsupporting text should not be given more than 5 marks.

e You should choose the landforms carefully, making sure that you are not confusingfluvioglacial landforms with periglacial landforms. For a high mark, you must make it clearin your answer that you possess a detailed knowledge of the landforms that you havechosen.The best contrast, in this instance, would be between a terminal moraine and anesker. The moraine is formed by ice melting, consists of unsorted material, is crescent-shaped and runs across a glacial valley at right angles to the direction of ice advance,whereas an esker is formed by deposition from glacial meltwater, its material is sorted, ithas a sinuous shape and it runs along glacial valleys in the direction of ice advance.

d To what extent are there inevitable conflicts between the settlement anddevelopment of cold environments and the wellbeing of their natural environmentsand local populations? (15 marks)


Level 1 1–6 Simple descriptive references to the major features of settlement and development withbasic references to their impact upon the people and the environment.

Level 2 7–12 Answer begins to explain the conflicts that exist between settlement and developmentand the natural environment and the population. Specific references to actual exampleswithin the cold environments.

Level 3 13–15 The impacts of settlement and development on the environment and population areclearly identified. Answer addresses the question as to whether such developmentsinevitably must lead to conflict. Some indication that benefits might result from suchdevelopments.

e In order to access the higher mark levels, it is important that you address your answer tothe whole of the wording of the question. In this respect, two points stand out:� ‘To what extent’ must be covered, which means that in your last paragraph you must

try to assess the impact of settlement and development, emphasising that there aresome benefits to the native population.

� Try to show how these conflicts might be considered inevitable or what could be doneto lessen that inevitability. Do not forget that the term ‘environments’here covers bothterrestrial and marine environments, e.g. the Southern Ocean.


Q3 Coastal environments

a What are the differences between constructive and destructive waves? (3 marks)

1 mark for each correct and appropriate statement to maximum of 3 marks.

e Questions requiring differences to be identified between two features are common.The correct way to answer such a question is to provide statements which give thedifferences in the same sentence, or following immediately one after the other. Hence, inthis case, you should write ‘Constructive waves are/have…, whereas destructive wavesare/have…’. Responses that list the characteristics of each feature (here, each type ofwave) in separate paragraphs, and therefore with no link, are weaker as they require theexaminer to do the comparison on your behalf.

In comparing waves, refer to factors such as height, wavelength, frequency and therelative strength of swash and backwash.

b Using an example(s), describe the main features of a wave-cut platform. (5 marks)


Level 1 1–3 Simple description of a wave-cut platform using very general terms; name of example.

Level 2 4–5 Detailed description of a wave-cut platform, with accurate use of scale, deposits, fieldlocation etc. May refer to the precise characteristics of a named feature.

e The key here is to understand what is required to move the answer to Level 2.This can beachieved by good-quality description — detail of size, shape, what the landform is madeof and field location (where it is in relation to other features). The best answers providethis detail in relation to a specific and named landform that has been studied, forexample, at Flamborough Head.

c Salt marshes and sand dunes are landforms often found along coastlines. Chooseeither a salt marsh or an area of dunes, describe its main characteristics and explainthe role of vegetation and other factors in its formation. (7 marks)


Level 1 1–4 Simple description of the chosen feature; naming of processes that lead to formation.

Level 2 5–7 Detailed description of the chosen feature, including detail of scale and the vegetation.Credit links between a formation factor and the feature.

e There are two requirements for this question: a description of the feature, and anexplanation of the role of vegetation and other factors in its development.To access thehigher level, clear links between the two must be given, with higher marks beingawarded for detail of either the characteristics of the feature or the process. Marks fordetailed description are awarded for good verbal clarity of the main characteristics of alandform — a picture in words — as well as detail of size and field location (where it isin relation to other features). Better responses would provide a thorough explanationregarding the formation of the chosen landform.


d With reference to one or more case study(ies) of coastal management, discuss whetherthe benefits outweigh the costs. (15 marks)


Level 1 1–6 Describes the case study(ies); refers to what has been done.

Level 2 7–12 Identifies costs and/or benefits — may be a clear imbalance. Some reference to casestudy(ies), facts in support.Tentative/implicit assessment.

Level 3 13–15 Clear identification of costs and benefits — a balanced response.There is specific anddetailed reference to the case study(ies) in support. Clear explicit comment which reflectsearlier content.

e A lengthy piece of extended writing is required to answer this question. It is clear that atleast one named case study should be provided and that detail of this should form thebasis of the answer.The second clause of the question tells you to discuss both the costsand the benefits of the scheme(s) — how they were successful and if there were anyproblems or issues that arose during construction/implementation. It also asks you toconsider whether the benefits were greater than the costs — an exercise in evaluationthat will access the highest marks.

The nature of coastal management is such that although there are costs and benefitsto the area directly affected — costs in terms of the financial layout for the scheme andbenefits in terms of the buildings/land/economic aspects that are protected — there arealso significant costs and benefits for areas downstream of management schemes. As hasbeen seen on the Norfolk coastline in recent years, protection of one section simplypasses the problem elsewhere. Such an overall assessment of the scheme(s) that youhave chosen to discuss will be needed to access Level 3.


Q4 Desert environments

a Figure B shows the diurnal temperature range for a desert recording station. Accountfor this temperature range. (4 marks)

Figure B Diurnal temperature range for a hot desert station

Any of the following ideas can be credited for 2 marks up to the maximum for the section of 4 marks: lack ofcloud cover — this allows continuous radiation by day, which raises temperature; at night there is nothing tohold heat in, therefore heat radiates away into space, allowing rapid cooling.

Allow credit for any statement referring to the fact that the diurnal range is very large or to actual range infigures (approximately 37˚C).

e This is a straightforward question.You simply have to account for the high temperaturesby day and the low ones by night.This can be related to cloud cover.

b (i) Explain what is meant by the term ‘wadi’.

(ii) Flash floods are a desert phenomenon associated with wadis. Why do flash floodsoccur in such areas? (5 marks)

1 mark for a correct definition of the term. Reference must be made to the fact that a wadi is formed by water(or rivers/streams).

Any of the following points can be credited with reference to flash flooding for 1 mark, up to the maximum of4 marks allowed for the second part of the question:� Desert rainfall can be extremely heavy over a short period.� The amount of rain falling often exceeds the infiltration capacity of the ground.� Hard ground, following drought, can also make it difficult for the water to penetrate.� Lack of vegetation in desert areas means that there is little or no interception taking place when it rains;

rainwater therefore flows quickly overground to run into the nearest valley, which is usually a wadi.

e Any definition of ‘wadi’ must include some reference to water.The explanation of flashflooding is all based on the concept of water changing extremely quickly fromrainwater to river discharge.This happens because of either the sheer volume of waterfalling or the state of the surface that allows most of the water to find its way into theriver valley (wadi) quickly (or, of course, both).

Time12.00 p.m.–5

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6.00 p.m. 6.00 a.m. 12.00 p.m.12.00 a.m.

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(°C

)


c Explain the formation of alluvial fans in desert areas. (6 marks)


Level 1 1–4 The answer consists of simple statements with regard to formation describing the work ofwater and the resultant deposition at the base of the uplands and at the mouths of wadis.No real analysis is made of the shape of the fan or why the material is graded.

Level 2 5–6 Much more detailed information on the processes operating at the base of the uplandsand why the river often carries a large load.The role of water in fan formation is clearlyunderstood. Any diagrams are clear and well labelled. Diagrams can be credited butwithout supporting text can only reach a maximum of 5 marks.

e This question is only concerned with explaining how the feature is formed. While somedescription is necessary within the explanation, do not specifically devote writing timeto it. Key points should refer to the role of rivers, energy loss, the amount and nature ofthe load, and deposition processes.

d Evaluate the strategies adopted with regard to land use and agriculture in a desertregion that is part of a developed country. (15 marks)


Level 1 1–6 Simple statements with regard to land use and agriculture in the candidate’s chosen area.Very little or no attempt at evaluation.

Level 2 7–12 Wider coverage of various forms of land use and agriculture. Some attempt at evaluation,probably concentrating on the level of success for each type of development.

Level 3 13–15 Wide coverage of types of land use and agriculture. Detailed evaluation to include the wayin which the area has been developed, any conflicts that have arisen and somemeasurement of success.

e Evaluation should refer to the way in which the area has been developed, to any conflictsthat have arisen and to a measurement of success.The exploitation of water resources inthe Colorado Basin is a good example. Because too much water has been allocated tovarious users, inevitable conflicts have arisen between states, different water users andenvironmentalists. One of the consequences of over-exploitation has been the increasinglevel of salinity in the basin, which has led to some areas becoming unfit for agriculture.There is also a conflict developing between the demands of land for urban expansion(particularly with regard to the numbers of people retiring to this area) and agriculture.Great benefits have resulted from water developments, but there have also beenproblems and you need to put these into context.


Q5 Population change

a Define the term ‘infant mortality rate’. (2 marks)

1 mark for each correct idea to a maximum of 2 marks.

e As with any definition question, there is a basic answer and a good answer.The key is todevelop any two of the three main points:‘infant’,‘mortality’ and ‘rate’.

b Outline some of the issues for economic development linked with a populationstructure that has a very high proportion of people who are over 65 years old. (6 marks)


Level 1 1–4 The answer is basic. Points are not developed. A series of isolated points are given.

Level 2 5–6 The answer is clearly developed with links made between different aspects of the topic. If alink is developed, the answer can reach the bottom of the level; as more links are made, themark moves to the top of the level.

e Note that you are required to discuss more than one issue, and each issue must linkeconomic development with old age. Be careful not to introduce irrelevant material onsocial issues.

There is often the temptation to over-emphasise the negative aspects of issues, yetthese can also be positive. Negative economic issues related to the high and increasingproportion of over-65-year-olds include the pressure on pensions and health provision,with increasing amounts of care for the elderly. However, this latter point can be viewedpositively: there are many employment opportunities for people to work in such places.Furthermore, some pensioners have high disposable incomes that can be exploitedprofitably.

c With reference to evidence of support, outline one positive view regarding the rela-tionship between global population and resources. (7 marks)


Level 1 1–4 Simple identification of, or naming of protagonists of, a positive view of the relationship,with bare references only to evidence. Statements of support are simplistic.

Level 2 5–7 Detailed outline of the theory/view with clear statements as to why the view has a positiveoutlook. Evidence is clear and well documented.

e One way in which weaker candidates cause problems for themselves is by giving anincorrect name of a protagonist of a view.There can be confusion here. Be sure that youattach the right name to the view about which you are going to write. The view shouldthen be outlined in detail — there are many texts that give this information. Evidenceshould be place-specific, rather than offered in general terms. As elsewhere in the studyof geography, answers that develop a sense of place score more highly.

There are well-known protagonists of both positive and negative views about thisrelationship (Boserup and Malthus respectively).You might want to research the views ofother writers in this area.


d With reference to a named country, evaluate attempts to manage population change.(15 marks)


Level 1 1–6 Description of development plans is basic with isolated facts not linked into coherentaccount. Any attempt to assess the level of success is purely descriptive and not justified orbacked up by facts or figures.

Level 2 7–12 Description is clear and coherent. Clear links are made between the needs of the peopleand the developments that have been planned or are taking place. An attempt is made toassess the degree of success and justify this assessment.

Level 3 13–15 Description is thorough. Assessment is clear and detailed with statements supported byclearly organised evidence.

e Although this is a short question, there are several requirements. First, a named countrymust be offered — make sure that you name a country that has attempted to managepopulation change. Thereafter, your response must relate to that country, and notanother. Second, the question states ‘attempts’ — the plural implies that more than oneattempt should be discussed. These can be linked to the same common goal, such asreducing population growth (for example, in China), and they can vary through time asdifferent policies have been put in place.Third, the overriding command word is ‘evaluate’,which means that some assessment of success or otherwise has to be given to reach thehighest level. If a country has adopted a variety of strategies over time, as China has, thenan assessment of the success or otherwise of each strategy would be a valid approach toadopt. Finally, note that the question refers to the management of population change.Although most candidates will write about the ways in which countries try to reducepopulation growth, the attempts by some countries to increase their populations are alsorelevant.


Q6 Food supply issues

a Figure C shows world per-capita cereal production between 1951 and 1997. Describethe changes in production between those years. (3 marks)

Figure C Global cereal production (per capita), 1951–97

Credit any of the following points for 1 mark up to the section maximum of 3 marks:� Through most of the period, per capita production has grown.� Since the mid-1980s, per capita production has fallen.� At end of period, production began to steady.� Before the mid-1980s, falls in production were recorded in the late 1950s/early 1960s and in the early 1980s

(credit 2 if both these times are recognised).

e This is a straightforward exercise where you are required to describe the rise and fall ofcereal production on the graph. Try to look at broad patterns rather than giving a year-by-year, piecemeal analysis.

b Describe, with reference to an example(s), one strategy through which foodproduction has been increased in recent years. (6 marks)


Level 1 1–4 Simple description of chosen method. Exemplar material little more than a simple ‘e.g.…’

Level 2 5–6 More detailed description of method with clear statements to show how the methodologyhas raised food production. Examples are given in more detail and are clearly linked to themethod.

e If you take the Green Revolution as your strategy, you have to show how themethodology has been directly responsible for food-production increases. You couldstart by showing how new high-yielding varieties (HYV) have been successful in thisrespect, particularly with regard to the rice crop of many Asian countries.

Cer

eal p

rod

ucti

on (

kg p

er c

apit

a)

1950250

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1955 1960 1965 1970 1975 1980 1985 1990 1995 2000

Year


c What do you understand by the term ‘environmental stewardship’? Describe how sucha scheme has been applied in any agricultural area that you have studied. (6 marks)


Level 1 1–4 Simple definition of environmental stewardship. Basic references to how the scheme canapply in an area such as the UK — i.e. looking after the environment, protecting wildlife.

Level 2 5–6 A more detailed definition linked to area chosen. Details given on how such a schemeworks — i.e. managing hedgerows, creating buffer zones (and their purpose), ditch andpond management.

e The question asks for a description of environmental stewardship. You are not requiredto make any comment on such schemes or evaluate their success. Good examples ofenvironmental stewardship occur within the UK. Such schemes involve the following:farmers receive money for a variety of initiatives such as hedgerow management, stone-wall maintenance, ditch and pond management, tree protection, bird and flowerconservation, and the careful management of archaeological sites.

Other schemes are contracted with organic farmers who can deliver greaterenvironmental benefits than those practising traditional farming.The setting up of ‘bufferzones’ is another good example of environmental stewardship. These protect a widerange of animals and plants (particularly from sprays and fertilisers) and can stabilise thebanks of ponds, water courses and ditches and minimise runoff of pollutants.

d In recent years, transnational corporations (agribusinesses) have had an increasingrole in the production, processing and distribution of food. What reservations havebeen expressed about the increasing importance of such companies? (15 marks)


Level 1 1–6 Simple statements with regard to agribusinesses having too much power, making toomuch money, causing local populations to have less land, causing food shortages inplaces. All material at a very general level.

Level 2 7–12 At least one reservation covered at a detailed level, i.e. reservation is linked to evidence,particularly in terms of exemplar material. Other reservations at a more superficial level.

Level 3 13–15 Material at a detailed level with points on reservations linked to evidence and exemplarmaterial. Good range of reservations covered.

e This is a relatively straightforward question on agribusinesses as it only asks you to lookat some of the objections that have arisen against their operations. Higher levels of themark scheme will be accessed by covering those objections in detail and avoiding simplestatements such as ‘they might have too much power’, ‘they could make too muchmoney’,‘they interfere in a country’s politics’. Although there is no specific reference in thequestion to exemplar material, you should make some reference to it in your answer asthis will increase the level of detail and therefore give you access to the higher marks.


Q7 Energy issues

a Outline the differences between hydroelectric and nuclear power. (4 marks)

1 mark for the basic distinction between the two forms of power, to a maximum of 4 marks for elaboration ofeither. Maximum 3 marks for a discussion of just one form.

e The basic difference is that hydroelectric power (HEP) is renewable while nuclear poweris non-renewable. Other points may include the fact that HEP is generated from runningwater, is a non-polluting/clean source of energy and produces no waste, while nuclearpower is generated from raw uranium and produces radioactive waste that is potentiallydamaging to the environment.

b Figure D shows world primary energy supply by source in 2007.

Figure D

(i) How does the UK’s primary energy mix compare with that shown in Figure D?(5 marks)


Level 1 1–3 At least one relevant point is made, most probably comparing the importance of the fossilfuels/non-renewable energy with renewable sources at a basic level.

Level 2 4–5 The comparison is clear with observed and learned facts used in support. It is more likelythat individual sources of energy will be compared.

e Overall, the non-renewable fossil fuels make the greatest contribution in both. Globally,some 80% of energy is sourced from fossil fuels, while in the UK it is nearer 90%.Worldwide, coal is a more important contributor than it is in the UK by 10%. In the UK, gasmakes a bigger contribution (approximately 40%) than it does globally (21.1%). Oil makesa similar contribution to the total in the UK as worldwide. Renewable energy, particularlybiomass energy, makes a greater contribution to primary energy supply in the world thanit does in the UK (by around 10%). Nuclear power is a more important source of energyin the UK (19%) than it is worldwide (6.7%).

Note that in answering such a question, it is important that you make use of accuratedata from the figure.

Oil 35.4%

Coal 23.3%

Gas 21.1%

Nuclear 6.7%

Hydro 2.2%

Other renewables 0.5%Biomass 10.8%


(ii) Assess the future potential of renewable sources of energy as major contributorsto the UK’s primary energy supply. (15 marks)


Level 1 1–6 A basic response, which predominantly provides a simple description of one or tworenewable energy sources currently utilised in the UK, probably wind and/or HEP.

Level 2 7–12 A clear assessment of the feasibility (or non-feasibility) of at least two sources of renewableenergy, and the likelihood of their development in the near future.

Level 3 13–15 Assessment of the potential of three or more types of renewable energy in an organisedfashion, with some use of examples in support. More detailed knowledge of the presentcontribution of the various sources of non-renewable energy will be evident.

e The UK government plans to increase significantly the contribution of renewable sourcesof energy to the country’s primary energy supply: by 2010, 10% of total electricity shouldbe generated from such sources, going up to 20% by 2020. Some sources of renewableenergy are more viable than others and so have greater potential: wind energy, biomass,HEP, tidal energy, wave energy, geothermal power.

In order to access the higher levels of response to such a question, you should providesome assessment of the viability/feasibility of the possible success of the sources/schemes. Case-study detail of areas where renewable sources are being used successfully,or unsuccessfully, will add strength to your argument.

c Photograph A shows a recent development of ‘eco-housing’ in the east midlands. Withreference to Photograph A and examples from your studies, explain how housing canbe designed for long-term sustainability. (6 marks)

Photograph A Eco-housing in the east midlands


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Level 1 1–4 A basic answer, which will probably over-rely on Photograph A, noting the solar panelsand/or the lack of garages.There may be a simple acknowledgement that homes for thefuture need to be more energy efficient.

Level 2 5–6 A clear response, which uses Photograph A sensibly and adds to this with knowledgeabout other ways in which homes can be built to be less damaging to the environmentand to preserve existing resources in the long term.

e The key here is both to refer to the photograph and to use your own knowledge, makingsure that you link what you can see, and what you know in terms of design features ofhousing, to long-term sustainability. The photo shows: housing with a relatively highdensity and buildings up to four stories high (larger floor space, yet taking up less groundfloor area); solar panels on the roofs (renewable source of energy); large windowsdesigned for maximum daylight. There are no garages evident, which suggests the useof public transport or bicycles rather than cars.


Q8 Health issues

a Study Figure E. Describe the changes in the number of global reported cases of poliobetween 1974 and 2000. (4 marks)

Source:World Health Organization (2005)

Figure E Global annual reported cases of polio, 1974 – 2000

1 mark for each appropriate statement to a maximum of 4 marks.

Credit any of the following points for 1 mark to a maximum of 4 marks:� Overall there has been a fall in the number of polio cases (this could gain 2 marks if the fall is quantified).� There have been reversals in this trend, in the early 1980s (a significant peak) and late 1980s; a fluctuating

decade.� Case numbers have been constant over the last 10 years — it appears a difficult disease to eradicate totally.

e When answering questions that ask you to describe changes in data, first you need tolook for overall patterns of change, and then for trends, peaks or troughs within theoverall pattern of change. On no account should you describe minor changes — simpleups and downs — and you should certainly not put the data into words. Examiners callthis low-level descriptive material ‘data waffle’.

b For one named area that you have studied where periodic famine has taken place:

(i) Describe the causes of famine in that area. (5 marks)


Level 1 1–3 Simple statements of causes, generalised in nature and not specific to the area named bythe student.

Level 2 4–5 More detailed and/or sophisticated statements of causes. Specific reasons that apply tothe area named access this level.

e There is an overall ‘stem’ that applies to both parts of this question. This requires you toname an area that you have studied and to refer to this area in terms of causes of, andthen actions to prevent, famine. In order to access the higher level, your answer must referto the named area given in detail. Generalised factors that may have caused famine —such as drought and population increase — that could apply to any area in the world

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suffering famine keep the answer within Level 1. Note also that the mark scheme refersto ‘sophisticated statements’: this means that you need to give a cause that goes beyonda simple statement and demonstrates greater depth of understanding. An example ofthis is that famine is often caused by economic factors — the price of food spirals out ofcontrol and the economic control mechanisms are too weak to react and have asignificant calming effect.

(ii) Outline the actions taken to prevent famine from arising there again. (6 marks)


Level 1 1–4 Simple statements of actions, generalised in nature and not specific to the area named bythe student.

Level 2 5–6 More detailed and/or sophisticated statements of actions. Specific reasons that apply tothe area named access this level.

e The same commentary as above can be given here.Your answer should refer to specificactions that have taken place in your named area to access Level 2. Note also that thequestion asks for ‘actions’ (plural). It is always better to have a range of options that youcan write about — another route to higher marks.This can be exemplified in this contextby the fact that actions after a famine can be short term and long term. In response to thequestion, the more longer-term actions that have been introduced, the more likely theyare to have the effect of preventing famine from occurring in the area again.

c Discuss the impact of one infectious disease on the health, economic developmentand lifestyle of the area(s) where it occurs. (15 marks)


Level 1 1–6 Simple statements of impact, with no depth or detail. Statements are generalised and notrelated to a named/located area.

Level 2 7–12 Detailed statements of impact, which are likely to have some imbalance. References todetailed impacts in areas studied access this level.

Level 3 13–15 A wide-ranging account of impacts, which examines at least two of health, economicdevelopment and lifestyle in detail, and in relation to the area(s) affected.The answer isbalanced and sophisticated.

e There are a variety of infectious diseases that could be studied, from sexual transmitteddiseases such as AIDS, to insect vector diseases such as malaria, to water-borne diseasessuch as cholera. Each of these will have an impact that affects the overall health,economic development and lifestyle of the area in question, but to varying degrees.Hence, although three separate forms of impact are given in the question, examinersrecognise that not all diseases have the same impact on every area. Indeed, the nature ofthe area affected will influence the overall impact.You will note that this is reflected in themark scheme, where only two impacts are required to be discussed in detail to access thehighest level. As elsewhere in the assessment of the specification, the key to accessingLevel 2 is to provide specific detail of impact in a named area, and the more this is done(in terms of both depth and level of sophistication), the more marks will be awarded.


1207 CD AQA AS Geog DP3

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